Fariba Davoodi Moghadam Fariba Davoodi Moghadam

Speaking TP Ba
Intermediate level


In this lesson, Ss will be engaged in a reading task on newspaper reports about protest and demonstration followed by group discussions to facilitate improved oral proficiency.


Main Aims

  • To provide fluency speaking practice in a discussion in the context of protest and demonstration

Subsidiary Aims

  • To provide review of newspaper and news related vocabularies in the context of protest and demonstration


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

show SS 3 pictures and ask them: who are they? where are they? what are they holding?what are they doing? how do they feel? are they happy?

Exposure (10-15 minutes) • To provide a model of production expected in coming tasks through reading/listening

Tell SS they are going to read 3 news reports and do a matching task. divide the SS into 3 groups. Give each group a separate piece of reading in different colors to highlight the groups and 3 headlines , tell them to choose the correct headline for the reading they are going to read. As SS will be checking, monitor their correct matching. for each group give two questions related to their reading text. Questions for group 1 are: how do the people feel about building a new road? Who told the press about the protest? group 2: what benefits does the new road have for people?how much does the project cost?group 3: what flower grows in Arne valley? how does the new valley affect the wildlife? ask ICQs, SS work in groups to answer the Qs and you monitor them. then, tell SS from different groups to be mixed and discuss their ideas about the reports.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Tell SS to read the Qs in exercise 3 and think about their answers and in pairs compare their ideas

Productive Task(s) (5-7 minutes) • To provide an opportunity to practice target productive skills

Tell SS to discuss their ideas in exercise 4 and choose the best idea.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

While SS are talking, monitor them, listen to them, take notes of their errors.As feedback, ask them if they agree with what they have produced. Write some common errors on the board and let SS correct them.

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